Rpp Bahasa Inggris SMK kelas X teks Narative

1. RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMK N 1 MAGETAN
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1 (satu)
Materi Pokok : Teks lisan naratif
Alokasi Waktu : 2 x 40 menit (1 pertemuan)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami ,menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi
internasional
1.1.1 Mengungkapkan rasa syukur atas
kesempatan dapat belajar bahasa
Inggris
2.3 Mengembangkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan
komunikasi fungsional
2.3.1 Melakukan hal-hal yang dikatakan
akan dikerjakan tanpa diingatkan
orang lain
2.3.2 Mengakui ketika membuat
kesalahan
2.3.3 Tidak menyalahkan orang lain atas
tindakannya sendiri
3.10 Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan pada teks
naratif sederhana, sesuai dengan
3.10.1 Mengidentifikasi fungsi sosial teks
naratif
3.10.2 Mengidentifikasi struktur teks

2. konteks penggunaannya. naratif
3.10.3 Mengidentifikasi unsur kebahasaan
teks naratif
4.15 Menangkap makna teks naratif lisan
dan tulis berbentuk cerita pendek
sederhana.
4.15.1 Menceritakan kembali isi teks
naratif dengan kata-kata sendiri
4.15.2 Menentukan struktur teks naratif
dengan benar
4.15.3 Melengkapi teks naratif rumpang
dengan kosakata yang tepat
4.15.4 Menjawab pertanyaan berkaitan
dengan isi teks naratif tepat
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Mengungkapkan rasa syukur atas kesempatan dapat belajar bahasa Inggris
2. Melakukan hal-hal yang dikatakan akan dikerjakan tanpa diingatkan orang lain
3. Mengakui ketika membuat kesalahan
4. Tidak menyalahkan orang lain atas tindakannya sendiri
5. Mengidentifikasi fungsi sosial teks naratif
6. Mengidentifikasi struktur teks naratif
7. Mengidentifikasi unsur kebahasaan teks naratif
8. Menceritakan kembali isi teks naratif dengan kata-kata sendiri
9. Menentukan struktur teks naratif dengan benar
10. Melengkapi teks naratif rumpang dengan kosakata yang tepat
11. Menjawab pertanyaan berkaitan dengan isi teks naratif dengan tepat
D. Materi Pembelajaran
Fungsi sosial :
Narative text is used to amuse, entertain and to deal with problematic events
which lead to a crisis or turning point of some kind, which in turn finds a
resolution.
Struktur teks :
Example of narative text:
Malin kundang
This is a story about Malin Kundang. He was a boy from a very poor
family who live with his mom. His father is a sailor but he had already
died. Malin was a smart boy but a bit naughty. He always chased a
chicken and hit it with a broom, until one day he slip off and hurt himself.
The wound left a scar on his hand.
When Malin grew up, he decided to go to city, so one day he would
become rich by the time he went back to the village. Malin’s mother
disagreed with his decision because he was the only one she had. But
orientation

3. Malin had already made up his mind, his mother had no other choice but
to let her only child go.
Malin was travelling by the sea, so he came along with one rich
merchant. He was hoping to become one of his crew and learn from that
merchant. Malin went to anyplace wherever the winds took him. Soon he
will become a great succesful man.
Many years has passed since then, Malin has become a rich merchant
because of his hard work and marry the most beautiful girl in the world
and he had forgotten his mother as well as the village.
On the other hand, Malin’s mother was getting older. She missed her
child so so much that she had always wait for Malin’s return at the
harbour everyday until one day there was a merchant who stopped by the
village. She knew it was Malin the moment she saw him. What makes her
so sure is because of the scar on his hand. But Malin deny her as his
mother because Malin’s felt ashame to his wife and the crew, then he was
gone.
Malin’s mother was really upset then she start to curse him. On his
journey Malin’s ship begin to shak ing and soon it turned into a stone
until now.
complication
resolution
Unsur Kebahasaan:
Language features of narative text:
- Using specific participants such as the name of person, place, etc.
- Using past tense
- Using adjective: beautiful, poor, wicked, old, etc.
- Using time connectives: since then, many years later, one day, etc.
- Using action verbs, verbal, and mental processes
- Direct and indirect speeches are often used
Topik :
Legenda rakyat
E. Metode Pembelajaran
1. Discovery based learning
F. Media, Alat, dan Sumber Pembelajaran
1. Media
Powerpoint, audio
2. Alat
Laptop, LCD, loudspeaker, spidol/boardmarker
3. Sumber Pembelajaran
a. Doddy, A., Sugeng, A., Effendi. 2008. Developing English Competencies.
Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional. Halaman: 27

4. b. Priyana, J., Riandi, Mumpuni, A. P. 2008. Interlanguage: English for Senior
High School. Jakarta: Grasindo. Halaman: 75.
G. Langkah-Langkah Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru memberi salam;
 Guru memeriksa kehadiran siswa;
 Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat
dan aplikasi materi ajar dalam kehidupan sehari-hari;
 Guru mengajukan pertanyaan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
 Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
 Guru menyampaikan cakupan materi dan uraian kegiatan.
Kegiatan Inti (60 menit)
Mengamati
 Peserta didik mendengarkan contoh teks audio berbentuk naratif yang
disajikan oleh guru, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan;
 Guru membimbing peserta didik untuk memahami contoh yang telah disajikan.
Mempertanyakan
 Dengan pengarahan guru, peserta didik mempertanyakan tentang fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks naratif;
 Peserta didik memperoleh pengetahuan tambahan tentang fungsi sosial,
struktur teks, dan unsur kebahasaan teks naratif.
Bereksplorasi
 Peserta didik dibentuk untuk membentuk kelompok (3 atau 4 orang);
 Guru memperdengarkan sebuah teks audio berbentuk naratif;
 Peserta didik berdiskusi dengan kelompoknya terkait audio yang telah
diperdengarkan.
Mengasosiasi/ Menganalisis
 Dengan bimbingan guru, peserta didik berdiskusi dengan kelompok untuk
menceritakan kembali isi teks audio yang telah diperdengarkan oleh guru dan
menentukan struktur teksnya;
 Peserta didik memperoleh balikan (feedback) dari guru dan temannya tentang
setiap yang dia sampaikan dalam diskusi.
Berkomunikasi
 Peserta didik mempresentasikan hasil diskusi di depan kelas;
 Peserta didik memperoleh balikan dari guru dan teman tentang hasil diskusi;

5.  Peserta didik diminta melengkapi teks rumpang setelah mendengarkan sebuah
teks audio berbentuk naratif secara individu;
 Peserta didik menjawab pertanyaan yang disajikan guru berkaitan dengan isi
teks tersebut;
 Dengan bimbingan guru, peserta didik memeriksa hasil kerja individu secara
bersama-sama;
 Peserta didik mengungkapkan hal-hal yang sulit dan mudah dilakukan saat
menangkap makna teks audio naratif.
Kegiatan Penutup (10 menit)
 Guru dan peserta didik melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya;
 Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran;
 Guru memberikan penugasan berupa tugas mandiri yang ada dalam buku
pegangan siswa;
 Guru menyampaikan informasi tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya;
 Guru dan peserta didik mengucapkan salam perpisahan.
H. Penilaian
1. Penilaian Sikap Spiritual
a. Teknik Penilaian : Tertulis
b. Bentuk Instrumen : Learning Journal
c. Kisi-kisi :
No. Sikap/nilai Butir
Instrumen
1. Menulis learning log tentang kesyukuran
berkesempatan belajar Bahasa Inggris
Lampiran 1
d. Instrumen : lihat Lampiran 1
e. Rubrik Penilaian Sikap Spiritual :
No. Indikator Skor
1.
Menggunakan 8 kata positif dan dua diantaranya adalah kata
“God” dan “Thank”
5
2.
Menggunakan 6 kata positif dan dua diantaranya adalah kata
“God” dan “Thank”
4
3.
Menggunakan 4 kata positif dan dua diantaranya adalah kata
“God” dan “Thank”
3
4. Menggunakan 4 kata positif tanpa kata “God” dan “Thank” 2
5.
Menggunakan kurang dari 4 kata positif tanpa kata “God” dan
“Thank”
1

6. f. Pedoman Penskoran :
NA =
푆푘표푟 푃푒푟표푙푒ℎ푎푛
푆푘표푟 푀푎푘푠푖푚푎푙
X 4
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :
Predikat
Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
2. Penilaian Sikap Sosial
a. Teknik Penilaian : Penilaian sejawat (antar teman)
b. Bentuk Instrumen : Lembar Peer Assessment
c. Kisi-kisi :
No. Sikap/nilai Butir Instrumen
1. M emberikan penilaian terhadap diri sendiri
tentang nilai santun
Lampiran Penilaian
Sikap 1-3
d. Instrumen : lihat Lampiran 2
e. Rubrik Penilaian Sikap Sosial :
Keterangan:
= 2
(always)
= 1
(often)
= 0,5
(seldom)
Contoh: Bila mencentang untuk seluruh pernyataan :
= 2 + 2 + 2 = Skor 6

7. Bila mencentang: = 2 + 2 + 1 = Skor 5
Bila mencentang: = 2 + 1 + 0,5 = Skor 3,5
f. Pedoman Penskoran
NA =
푆푘표푟 푃푒푟표푙푒ℎ푎푛
푆푘표푟 푀푎푘푠푖푚푎푙
X 4
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :
Predikat
Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
3. Penilaian Pengetahuan
a. Tehnik Penilaian : tes lisan
b. Bentuk Instrumen : uraian bebas
c. Kisi-kisi :
No. Kisi-kisi Pencapaian Indikator
Butir
Instrumen
1. Disajikan sebuah text audio berbentuk naratif, siswa
dapat menyebutkan fungsi sosial/ tujuan text naratif
Nomer 1
2. Disajikan sebuah text audio berbentuk naratif, siswa
dapat mengidentifikasi struktur teks naratif (orientation,
complication, resolution) dan unsur kebahasaan teks
naratif (language feature)
Nomer
2 & 3
d. Instrumen: lihat Lampiran 3
e. Pedoman penskoran: Setiap jawaban benar diberi skor 1
NA =
푆푘표푟 푃푒푟표푙푒ℎ푎푛
푆푘표푟 푀푎푘푠푖푚푎푙
X 4

8. Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :
Predikat
Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
4. Penilaian Keterampilan
a. Tehnik Penilaian : Unjuk kerja
b. Bentuk Instrumen : Tes ketrampilan mendengarkan
c. Kisi-kisi :
No. Kisi-kisi Pencapaian Indikator
Butir
Instrumen
1. Disajikan sebuah teks audio berbentuk naratif, siswa
dapat menceritakan kembali isi teks dengan kata-kata
sendiri
Part A
Nomer 1
2. Disajikan sebuah teks audio berbentuk naratif, siswa
dapat menentukan struktur teks naratif
Part A
Nomer 2
3. Disajikan sebuah teks audio berbentuk naratif, siswa
dapat melengkapi teks rumpang dengan kosakata yang
tepat
Part B
Nomer 1
4. Disajikan sebuah teks audio berbentuk naratif, siswa
dapat menjawab pertanyaan terkait isi teks
Part B
Nomer 2
d. Instrumen : lihat Lampiran 4
e. Rubrik Tes Ketrampilan Mendengar :
Aspek Keterangan Score
Pemahaman
(understanding)
Sangat memahami
Memahami
Cukup memahami
Kurang memahami
Tidak memahami
5
4
3
2
1
Kosa kata
(vocabulary)
Hampir sempurna
Ada kesalahan tapi tidak mengganggu makna
Ada kesalahan dan mengganggu makna
5
4
3

9. Banyak kesalahan dan menganggu makna
Banyak kesalahan sehinngga sulit dipahami
2
1
Pilihan kata
(diction)
Sangat variatif dan tepat
Variatif dan tepat
Cukup variatif dan tepat
Kurang variatif dan tepat
Tidak variatif dan tepat
5
4
3
2
1
Tata bahasa
(grammar)
Hampir seluruhnya benar
Sesekali terjadi kesalahan yang sama
Cukup banyak terjadi kesalahan dan tidak
menimbulkan kesalahpahaman
Banyak terjadi kesalahan dan menimbulkan
kesalahpahaman
Banyak kesalahan dan tidak sesuai aturan
5
4
3
2
1
Pedoman penskoran :
NA = 푆푘표푟 푃푒푟표푙푒 ℎ푎푛
푆푘표푟 푀푎푘푠푖푚푎푙
X 4
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :
Predikat
Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4 SB
A- 3.66 3.66 (Sangat Baik)
B+ 3.33 3.33
B
(Baik)
B 3 3
B- 2.66 2.66
C+ 2.33 2.33
C
C 2 2
(Cukup)
C- 1.66 1.66
D+ 1.33 1.33 K
D- 1 1 (Kurang)
Magetan, 2 Mei 2014
Mengetahui
Kepala SMK N 1 MAGETAN Guru Mata Pelajaran
_______________________ SITI PURWANINGSIH __
NIP. NIM. 11.321.159

10. Lampiran 1 : Instrumen Penilaian Sikap Spiritual
MY LEARNING LOG
Name: ……………………………………………………………
Use the words to complete the sentence. Your teacher will help you.
Having a chance to learn English makes me…

11. Lampiran 2 : Instrumen Penilaian Sikap Sosial
PEER ASSESSMENT
Your name : __________________________________
Your friend’s name :
Day/date :
Tick the suitable pictures to describe your friend’s responsibility.
1. He/she takes responsibility for actions of others when he/she am in
charge.
2. I admit when I make a mistake.
3. I don’t blame others for my actions.
4. I do the things I say I will do without anybody telling me to.
(always) (often) (seldom)

12. Lampiran 3 : Instrumen Penilaian Pengetahuan
Listen to the tape recorder! Then answer the question below.
1. What is the function of the text above?
- The text above used to entertain/ amuse the reader
- The text entertain by tell about the legend of Tangkuban Perahu
2. What are the generic structure of the text?
- Orientation: Dayang Sumbi was a girl from West Java. She was beautiful, smart
and clever. Her intelligence made a prince from Kayangan kingdom
fell in love with her and married her. Soon, a baby boy named
Sangkuriang was born. The king of Kayangan kingdom found out
that the prince had married a simple girl not a princess. As a
punishment, the king turned the prince into a dog.
- Complication: As time passed, Sangkuriang fell in love with Dayang Sumbi. He
planned to marry her. But when Dayang Sumbi saw the scar on
Sangkuriang’s head, she realised that the person she was about to
marry was her own son.
- Resolution: Sangkuriang kicked the dam and caused a great flood. And then he
kicked the large boat and it landed up side down to create mount
Tangkuban Perahu.
3. What are language feature used in the text above?
- The text above uses specific participant: Sangkuriang, Dayang Sumbi
- The text above uses simple past tense
- The text above uses adjective: beautiful, smart, clever
- The text above uses time connectives: one day, since then, when

13. Lampiran 4 : Instrumen Penilaian Ketrampilan Mendengarkan
Part A
Group Work Activity
Listen to the tape recorder! Your teacher will play a record about naratif.
1. Retell the content of the text you heard with your own word
2. Determine the generic structure of your text
Script of text:
The Legend of Mount Tangkuban Perahu
Dayang Sumbi was a girl from West Java. She was beautiful, smart and clever.
Her intelligence made a prince from Kayangan kingdom fell in love with her and
married her. Soon, a baby boy named Sangkuriang was born. The king of Kayangan
kingdom found out that the prince had married a simple girl not a princess. As a
punishment, the king turned the prince into a dog.
Years passed, and Sangkuriang grew up to be an obedient boy. Everyday, he
would hunt for food with the family’s dog. One day, he went into the wood and
couldn’t find any food. Night was falling and he didn’t want to disappoint his
mother. He looked around and not knowing that the dog was really his father. He
killed him and brought home the meat. Dayang Sumbi was glad to see him back but
she said that Tumang didn’t come with him. When Dayang Sumbi asked where
Tumang was, Sangkuriang told her the truth. Unable to control her emotion,
Dayang Sumbi struck Sangkuriang’s head with the weaving tool she was holding. In
the mid of anger, she made Sangkuriang leave home. Because of her deep sadness,
the God granted her eternally.
After years in exile, Sangkuriang decided to return home. Both mother and son
didn’t recognize each other. As time passed, Sangkuriang fell in love with Dayang
Sumbi. He planned to marry her. But when Dayang Sumbi saw the scar on
Sangkuriang’s head, she realised that the person she was about to marry was her
own son. In order to prevent the marriage from taking place, Dayang Sumbi asked
Sangkuriang to do the impossible thing. She asked him to build a dam on the river
citarum and build a large boat to cross the river both to be done before the sun
would rise again. Sangkuriang gathered all his power and he was able to build the
dam and the boat for Dayang Sumbi. When she saw that the tasks were almost
completed, she called all the villagers to spread red silk cloth east of the city to
make Sangkuriang think that the sun was rising and that he had failed at the task.
Sangkuriang believed her lie. And his anger, he kicked the dam and caused a great
flood. And then he kicked the large boat and it landed up side down to create mount
Tangkuban Perahu.

14. Part B
Individual Activity
Listen to the tape recorder! Your teacher will play a record about naratif.
1. Fill in the blank with appropriate words.
Cinderella
Once upon a time, there was a beutiful girl called 1___________. She lived to
with 2__________________. They were very busy. She had to do all the
housework. One day, 3______________ to the ball came to the family. Her
stepsister 4___________ her go. So, Cinderella was 5__________. The stepsister
went to the ball without her. Fortunately, 6 ___________ came and helped her to go
to the ball. At the ball, Cinderella 7_________ with the prince. The prince
8_________ with her, then he married her. They lived happily ever after.
Key answer:
1) Cinderella
2) her stepsister and step mother
3) an invitation
4) did not let
5) very sad
6) the fairy good mother
7) danced
8) felt in love
2. Answer the question based on the text above.
1) What is the text tell about?
Answer: the text tell about Cinderella
2) Who is the main character?
Answer: Cinderella
3) Who did help Cinderella?
Answer: a fairy good mother
4) What did Cinderella do in the ball?
Answer: She danced with the prince.
5) What is the ending of the story?
Answer: The princed married Cinderella and lived happily ever after.